MUS-110CL-CL04 Spirituals to Rock and Roll MUS-110CL-CL04...

Grade Details - All Questions Page: 1 2 3 4 Question 1. Question : Which of the following musicals were based on classic plays and literature? Student Answer: Showboat, South Pacific and The King and I South Pacific, The Sound of Music, and Pal Joey Candide, Carousel, and Porgy and Bess Candide, My Fair Lady, and West Side Story Points Received: 0 of 3 Comments: Question 2. Question : These small instrumental ensembles were used as military bands in the Revolutionary War: Student Answer: Drumlines. Bagpipe corps. Fife and drum corps. Fiddle bands. Points Received: 3 of 3 Comments: Question 3. Question : The instruments used in minstrel shows usually included: Student Answer: a†¦show more content†¦Student Answer: â€Å"I Dream of Jeannie with the Light Brown Hair† â€Å"I Wish I Was in Dixie Land† â€Å"Oh Susanna† â€Å"The Old Folks at Home† Points Received: 3 of 3 Comments: Question 15. Question : In the 19th century a religious revival known as __________ was the inspiration for hun dreds of songs known as spirituals. Student Answer: the Protestant Reformation the Council of Trent the Great Awakening the camp meeting Points Received: 3 of 3 Comments: Question 16. Question : American Indians did not have a word for music in their native languages because: Student Answer: music was not a part of their culture. they considered music to be the work of evil spirits. music was so much a part of life that they did not consider it a separate activity. they did not want their people to waste time with performance arts. Points Received: 3 of 3 Comments: Question 17. Question : The practice of __________was adopted by congregations in which a more or less musically literate leader sang one line of the psalm, which the congregation then repeated in unison. Student Answer: lining out echo singing song leading song directing Points Received: 0 of 3 Comments: Question 18. Question : One of the most famous and accomplished touring minstrel troupes was known as: Student Ans wer: Christy Minstrels. The Kentucky Minstrel

United Nations Economic Commission for Latin America and...

United Nations Economic Commission for Latin America and the Caribbean Training Conference on: â€Å"A Framework for Caribbean Investigation and Analysis† â€Å"New Issues in Integrated Planning and Development in the Public Sector† by: Azad N. Hosein President, Microsearch International , Inc. Project Management Consultants e-mail: msearch@tstt.net.tt 1 Topics †¢ †¢ †¢ †¢ †¢ Conclusion An Overview of the Planning and Development Process An Analysis of the Institutional Weaknesses in the Planning and Development Process Recommendations for Improving Economic Performance in Development Programmes A Model for an Integrated Project Management System 2 Why do development projects generally fail to achieve their defined economic objectives ?†¦show more content†¦10 Example of a Work Breakdown Structure Chart - Rice Irrigation Project Rice Irrigation Project Start-up Activities Start-up Meeting Mobilize Resources Develop Work Plan Irrigation Canals Plan Canals Dig Canals Install Water Pumps Generators Sluice Gates Purchase Sluice Gates Install Sluice Gates Install Power Supply Reservoirs Dig Reservoirs Install Water Pumps Install Flood Control System Personnel Recruit Personnel Train Personnel Establish Maintenance Facility Operating Plan Develop Flood Mgt Plan Develop Maint. Plan Develop Personnel 11 Plan EXAMPLE OF A GANTT CHART 12 Example of a Tracking Gantt Chart 13 Major Weaknesses in the Planning and Development Framework used in the Public Sector 14 Inconsistencies among the Planning Models †¢ There are design, development and funding inconsistencies among: – – – – – – A political party’s Political Ideology A political party’s Election Manifesto The Five-year National Development Plan The three year rolling Medium-term Planning Framework The one-year Public sector Investment Programme Ad hoc programme introduced without reference to any of these planning models These are compounded by a lack of synchronization among the start and end of the various planning horizons 15 Overemphasis on Achieving Ministry Objectives The process of planning and approving the projects in the PSIP reinforces the achievement of ministry objectives, manyShow MoreRelatedA Brief History of Unctad.1096 Words   |  5 PagesUnited Nations Conference on Trade and Developmement United Nations Conference on Trade and Development | Acronyms | UNCTAD | Head | Supachai Panitchpakdi | Status | Active | Established | 1964 | Headquarters | Geneva, Switzerland | Website | www.unctad.org | The United Nations Conference on Trade and Development (UNCTAD) was established in 1964 as a permanent intergovernmental body. 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Literature Review the Teacher as a Researcher Free Essays

Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives. We will write a custom essay sample on Literature Review: the Teacher as a Researcher or any similar topic only for you Order Now Teacher Cadet Essay iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/teacher-cadet-essay/embed/#?secret=bMC75gg4U7" data-secret="bMC75gg4U7" width="500" height="282" title="#8220;Teacher Cadet Essay#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe The review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we should know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet. By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowledged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006). This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004). These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; Cox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C. Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhancing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change. Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976 Dwyer, J (2007) Computer-based Learning in a Primary School: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. How to cite Literature Review: the Teacher as a Researcher, Essays Literature Review the Teacher as a Researcher Free Essays Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives. We will write a custom essay sample on Literature Review: the Teacher as a Researcher or any similar topic only for you Order Now The review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we should know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet. By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowledged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006). This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004). These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; Cox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C. Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhancing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change. Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976 Dwyer, J (2007) Computer-based Learning in a Primary School: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. How to cite Literature Review: the Teacher as a Researcher, Essays

Committing suicide Essay Example For Students

Committing suicide Essay One spring evening in 1912 Inspector Goole arrived at the Birlings home. He tells them that a young woman has died having swallowed a strong disinfectant. Whilst he questions each at the Birlings house we then find out their involvements with Eva Smith.  The inspector first turns his attention to Mr. Birling, showing him a photograph of Eva Smith. Mr. Birling admitted that he had employed the girl and that he had also fired her because she had a lot to sayfar too much and also she had been causing trouble in the works. She also wanted a pay rise from 22 and 6 shillings to 25 shillings a week. Mr. Birling wanted the wages to stay the same because he wants to keep labour costs down and if he gave them a rise, labour costs would go up 12%.  I dont think that what Mr. Birling did to Eva Smith would have leaded her to commit suicide because people get laid off everyday.  AT the beginning of December, 1910, Eva was lucky enough to be accepted for a job at a very good, high-class shop, Milwards. Sheila Birling, daughter of Mr. Birling, was in Milwards picking out a dress. Eva was told to get the dress and Sheila tried it on and knew straight away it didnt look right. However when Eva measured it up against herself Sheila thought Eva looked great in the dress. So as Sheila was in a terrible mood that day, she threatened the owner of Milwards that if Eva was not laid off, she and her mother would never shop there again. Although Sheila thought it wasnt anything terrible at the time, Sheila then believed she was to blame Im to blame and was very depressed when she found out Eva Smith had committed suicide.  Gerald Croft met Eva Smith at the Palace Music Hall in the stalls bar. She was calling herself Daisy Renton now. Gerald met her when he saved Daisy from Joe Megarty, who had her up in a corner touching her up. Gerald treated her well and even set her up in some apartments that were owned by his friend who was out of town.  I think Gerald could have been responsible for Eva/Daisys death because he left her thinking she was okay, but on the inside she was upset, she just never showed it. Eric Birling met Eva one night in November, 1911. They got on well and made love; Eric thought she was good that they insisted to see more of each other. As Eric was squiffy he didnt take any precautions and ended up getting Eva pregnant.  Eric had a large part to do with Evas death because she thought he was too good, giving her money and a place to stay, so she may have felt overwhelmed and thought that her child would also have a poor life, which may have caused her to commit suicide. When the inspector started to question Mrs. Birling, she did admit to seeing Eva Smith at a Brumleys Women Charity Organisation. Mrs. Birling rejected her from this thought because Eva was going under the name as Mrs. Birling.  I think Mrs. Birling is more to blame than anyone because she could have prevented her from committing suicide when she went for help. Although all characters are responsible, I think Mrs. Birling is guiltier than the others because she could have prevented Eva Smith from committing suicide, by giving her the help that she needed. I mostly think this because Eva did go for help which could have been about the stress she has suffered the last two years.  I think that all characters will go about their normal lives after these events, just trying to forget what had happened.